1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers... .....a. promote, support, and model creative and innovative thinking and inventiveness .....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources .....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes .....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers...
.....a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
.....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
.....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
.....d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers...
.....a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
.....b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
.....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
.....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers...
.....a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
.....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
.....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers...
.....b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of other
.....d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
The following is an overview of the research behind these strategies as well as some practical applications for the classroom.
1. Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. While teacher-directed activities focus on identifying specific items, student-directed activities encourage variation and broaden understanding, research shows. Research also notes that graphic forms are a good way to represent similarities and differences.
Applications:
* Use Venn diagrams or charts to compare and classify items.
* Engage students in comparing, classifying, and creating metaphors and analogies.
2. Summarizing and Note Taking
These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.
Applications:
* Provide a set of rules for creating a summary.
* When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.
Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information. Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests.
Applications:
* Use teacher-prepared notes.
* Stick to a consistent format for notes, although students can refine the notes as necessary.
3. Reinforcing Effort and Providing Recognition
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.
Applications:
* Share stories about people who succeeded by not giving up.
* Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data.
According to research, recognition is most effective if it is contingent on the achievement of a certain standard. Also, symbolic recognition works better than tangible rewards.
Applications:
* Find ways to personalize recognition. Give awards for individual accomplishments.
* "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise.
4. Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.
Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered.
Research shows that students should adapt skills while they're learning them. Speed and accuracy are key indicators of the effectiveness of practice.
Applications:
* Assign timed quizzes for homework and have students report on their speed and accuracy.
* Focus practice on difficult concepts and set aside time to accommodate practice periods.
5. Nonlinguistic Representations
According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity.
Applications:
* Incorporate words and images using symbols to represent relationships.
* Use physical models and physical movement to represent information.
6. Cooperative Learning
Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach.
Applications:
* When grouping students, consider a variety of criteria, such as common experiences or interests.
* Vary group sizes and objectives.
* Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.
7. Setting Objectives and Providing Feedback
Setting objectives can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.
Applications:
* Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
* Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals.
Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes.
Applications:
* Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.
* Keep feedback timely and specific.
* Encourage students to lead feedback sessions.
8. Generating and Testing Hypotheses
Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.
Applications:
* Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
* Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.
Applications:
* Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.
Implementation of an Essential Nine Strategy
.....Strategies #6 and #7 work appropriately for implementation into my Mythology Unit Integration Plan. The other seven are not appropriate with this unit for two reasons: limits differentiation needs on some aspects of the project, and also some involve components that are not in this project. For the "Cooperative Learning" strategy I have created an "Interest Survey" using Google Forms which will be used to place students into cooperative groups for research only. For "Setting Objectives and Providing Feedback" I am mainly relying on teacher observations and evaluations provided by self, peer, and parents. All forms are online through Google Forms - links are provided within the Integration Plan. Goals are relayed through the checklist and rubric provided to each student. Because I don't see my classes every day I can not report on how effective these tools are for my needs.
4/6/11
Marzano's Essential Nine
| NETS*T for Marzano's Essential Nine | Marzano's Essential Nine | Implementation of an Essential Nine Strategy
NETS*T for Marzano's Essential Nine
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers........a. promote, support, and model creative and innovative thinking and inventiveness
.....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
.....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
.....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers........a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
.....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
.....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
.....d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers........a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
.....b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
.....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
.....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers........a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
.....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
.....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers........b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of other
.....d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Marzano's Essential Nine
http://www.middleweb.com/MWLresources/marzchat1.htmlResearchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
The following is an overview of the research behind these strategies as well as some practical applications for the classroom.
1. Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. While teacher-directed activities focus on identifying specific items, student-directed activities encourage variation and broaden understanding, research shows. Research also notes that graphic forms are a good way to represent similarities and differences.
2. Summarizing and Note Taking
These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.
Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information. Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests.
3. Reinforcing Effort and Providing Recognition
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.
According to research, recognition is most effective if it is contingent on the achievement of a certain standard. Also, symbolic recognition works better than tangible rewards.
4. Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.
Research shows that students should adapt skills while they're learning them. Speed and accuracy are key indicators of the effectiveness of practice.
5. Nonlinguistic Representations
According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity.
6. Cooperative Learning
Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach.
7. Setting Objectives and Providing Feedback
Setting objectives can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.
Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes.
8. Generating and Testing Hypotheses
Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.
Implementation of an Essential Nine Strategy
.....Strategies #6 and #7 work appropriately for implementation into my Mythology Unit Integration Plan. The other seven are not appropriate with this unit for two reasons: limits differentiation needs on some aspects of the project, and also some involve components that are not in this project. For the "Cooperative Learning" strategy I have created an "Interest Survey" using Google Forms which will be used to place students into cooperative groups for research only. For "Setting Objectives and Providing Feedback" I am mainly relying on teacher observations and evaluations provided by self, peer, and parents. All forms are online through Google Forms - links are provided within the Integration Plan. Goals are relayed through the checklist and rubric provided to each student. Because I don't see my classes every day I can not report on how effective these tools are for my needs.